suspect DS is very bright - now what?

[hyperspacebug]

I don't want to go into why I think my DS(4.5yo) is very bright/gifted, but those who are around us do comment too how scarily bright he is and gave me dire warnings of how state schools system might let him down because they are too busy ticking boxes.

So far my DS is in reception class at the outstanding local school we were lucky to get in because of bulge class. The teacher did notice how articulate my DS is and that he's fluent in reading - level of Year 4. The teacher did make noises about that he will try to keep him engaged appropriately at the school. We haven't had more conversations since then. DS is very happy so far at the school playing with his best friend.

I don't feel we have to rush anything right now I do think the difference will become noticeable within the next few years and I'd like to be prepared.

What resources do schools generally have in place to 'nourish' G&T? I know I'll have to talk to the school myself, but I'd like to do homework as to what typical schools are like first))

Do state schools here allow acceleration like in USA with AP programmes? If not, what IQ tests here would be good for in practice?

Sorry for the very FAQ post in this forum. Any info would be very much appreciated though.

He's 4.5. Support him at home by how he wants to learn and what his interests are. IQ tests for his age are ridiculous.
DS is also very bright but we follow his lead and let the school do his thing. It's one thing having a bright child who is constantly pushed but at 4 it's more important they learn social skills than algebra.

Gosh you sound like you live in a mightily unsupportive community. Do the doomsayers ever have anything cheerful to say?

The conventions in UK are against formal testing or acceleration (mixing out of usual year group). Even in the USA where those things are common they are controversial with many stories about how they can go wrong (my own history is a case in point).

I suggest short answer is you keep tabs on school; and see how things develop. Imho being happy at school overrides every single other factor wrt eventual academic excellence, so sounds like they are doing a good job at present.

Well, you know what people like to say about how leftie liberals have ruined state schools :)

Oh yes, I follow his lead mostly and he's really happy at his school but I guess I'd like to be prepared and anticipate any eventualities.

I did get impression that UK was against acceleration and formal IQ testing so I was wondering what would be the practical use (as opposed to 'good to know') of IQ tests (one ever requested it) when child is doing well at school. I know in US it's used for AP programmes for example.

I guess everything varies, but when I did AP programmes I had impression that entry was determined from achievement not IQ test scores.

I think be prepared is the only thing you can do for now. As long has he's a) happy and b) not coasting, then things are fine.

The variation between individual schools (and indeed teachers) is enormous; some will really put some effort into proper differentiation, quite a lot won't. So there really is no 'standard' way of dealing with things. But do be prepared to have to ask, and also bear in mind that under the current testing and Ofsted regimes there is very little incentive for schools to really cater for the brightest children.

Acceleration in state schools is almost impossible pretty rare, and wouldn't be determined by an IQ test.

DD had a very high reading age as well, and we started to push for differentiation when she began to act up (wasn't necessarily boredom, at first she was just fed up that all the other children got praised for things she can do easily and her achievements were never mentioned). We had one teacher who really went the extra mile to find books and discuss DD's interests last year, but this year her teacher 'didn't believe in teaching ahead as they'll only have to do it again next year'. She's now in a private school, and has moved up a year. And is much happier for it.

Do state schools here allow acceleration like in USA with AP programmes?

Considering US students need 3-5 AP classes to get in to a UK uni I don't think that's a good example. The US sometimes accelerates students to the UK level of A Level.

I would focus on all the other skills he needs in life. You may well find by the end of year 2 there is less of a gap between him and other academically able dc in the class.

If he has a passion for learning engage him at home, if he just wants to play with friends etc then celebrate and let him get on with his childhood!

I don't think the schools here do particularly well with keeping very academically able children forging ahead at their own pace. I think the problem is the public exam system, which is very restrictive and unimaginative.

Concentrate on the non-academic stuff. Eg DS was / is a very advanced reader, but his handwriting is well below standard and in Yr 3 is now holding him back.

I also think most boys are much happier at school if they are able to kick a ball around with reasonable skill.

Follow and extend his interests: take him to museums, explain how household things work, play "what if" games. Eg: I explained gravity to my nearly 4-year-old this morning. He laughed a lot at the idea of having to sleep tied up to a wall or at what would happen if astronauts weed as we do on Earth..
And also exploit intelligence by using understanding to help him learn to regulate his behaviour. Eg DS is fascinated by the Octonauts, so I used them to teach him visualisations to relax when he needs to wind down; we also spoke about emotions, which, like clouds, change and go away quickly, etc.
Also build on the skills they are not so good at, whether it is writing, drawing or kicking a ball.

As for acceleration, I used to go into an A-level class when classmates were preparing GCSE. It was fun, interesting and did not detract in the least from the enjoyment of that course when I took it formally two years later. It did not however help popularity when people realised I was always coming top in the tests of the A level course. I would def do it again though.

You may well find by the end of year 2 there is less of a gap between him and other academically able dc in the class.

Yes, you might. This is one of the MN tropes about bright children that really annoys me. Because quite often this does happen, but it happens because the school aren't teaching that child, aren't allowing them to work at their own place and so of course the other children catch up. But that's in no way a good thing, and is an indictment of the school.

I don't think you can answer what state school do "here" as there seems to be a massive variation across England, UK.

My own experience has been a very positive one, extension work has always been given. Various G&T activities. Super selective grammar is fantastic both academically and socially.

Do you think this does really happen theendgame? I ask because it's a niggle I have for my DD. She's on track for a 4c in literacy this year (yr 2) but I feel she's coasting at school. I'm not pushy and would be far too embarrassed to mention it to the teacher. As a result we do loads at home because she's so passionate about words and reading.

I would really just reiterate as mentioned upthread about supporting him with his interests and passions. If you have time you could also volunteer at school a few years ahead eg yr 2/3 to get a really good picture of what is being taught there. Found this very helpful with DD.

my personal opinion is that often bright children are not pushed as much as they ought to be but that isn't always the case. Some teachers are absolutely brilliant. I think quite often though they aren't aware of just how bright some kids are and quite often very bright children don't demonstrate at school how far they could take something (partly due to not having the opportunity) so it all goes unidentified.

I think a lot of sideways stretching is very valuable so I second the museums, science centres, art galleries, mini science experiments at home, writing own books, stories, reading poetry, doing sports, drama, music and so on.

hyperspace bug I am in exactly same scenario as you so thank you for posting this!

my boy is same age and he excels in reading, currently on tree top books stage 9.. mainly because I keep having to point out to his Reception teacher that he needs more challenging books....i always try to make sure he actually understands what he is reading though. ...I feel like he's been coasting in numeracy since July despite me asking his teacher to focus on it. he goes to a private school with only about 10 kids in class so I guess she has no excuse. .think perhaps time for me to speak to the Head though I dont want the teacher to feel I'm undermining her...

Parka, yes I do (and I think schools get away with it because of the 'catching up' excuse).

DD came into reception reading chapter books, and for two years has had almost no reading teaching at all. What she needed was not decoding skills, but someone to talk to about comprehension, themes, subtleties, literary styles and so on. Instead she read to a teacher once a term. So no surprise then when, at the start of Year 2, she'd not really made much progress.

In the worst case scenario (which is rare, I admit) you also get teachers who just don't believe in differentiation. DD started Yr2 with a 2a in maths, but her teacher announced that he wasn't going to teach beyond the year 2 curriculum as 'she'd just have to do it again next year'. So he'd effectively said that she would learn nothing for a year. And then, surprise surprise, the other kids catch up.

And yes, sideways stretching is good but it doesn't really deal with the fact that, for a very bright child, big chunks of their day are essentially pointless. By Year 2, DD had noticed this, and wasn't particularly impressed. I (and probably she too) would have been quite happy if she'd been allowed to play instead of doing work she could have done two years ago, but that's not allowed.

Sydlexic, a superselective grammar would be just fine with me too, but there isn't one for 50 miles...